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It’s hard to even start to highlight the challenges of teaching EAL students in such a short article but there are a few key areas to consider:
Including learners of all cultures into the classroom environment and the school
It’s not easy to adjust to the conventions of another culture. Being in a new environment can mean feeling like a permanent stranger in an unfamiliar place. It’s possible for a child new to English to suddenly feel unsuccessful at almost every task. This can result in feelings of inadequacy and frustration. The customs in which they grew up may no longer have significance and new, unfamiliar customs unexpectedly have priority. More advanced learners usually already have a good understanding of culture, however, it is important not assume this and to include the home culture of the EAL learner.
Assessing their needs alongside the needs of more advanced native speakers
Assessment in English speaking schools are often geared towards more advanced learners. It’s important to consider what is appropriate for learners who are less-advance in English.
The challenge of learning a new writing system
New writing system can prove an additional challenge to the EAL learner. Some new arrivals appear to cope well with a new writing system, especially if their home language has many similarities but, without training, issues can occur with children acquiring a patchy understanding of direction, letter formation, phonological processing, lexical processing, orthographical regularities, punctuation, creativity and functions. These 8 elements, in no particular order, are based on Cook (p426-430, 2005) outline of how one might learn to use a second language writing system.
Catering for all the learners in the class, whatever their level of English
It is easy to set objectives too high for the English language learners. Remember that every child should be successful from the most advance at English to those in the beginning stages.
Providing support in the use of effective language learning strategies
It is important to consider the tools that a child can use to help them learn a language. It’s our role as teachers to provide guidance in how to learn English.
Ensure resources are supportive for EAL learners
There is a wealth of resources available to support learners of EAL. These can include authentic resources, ticket/ magazines, photos, newspapers, menus, tourist brochures, personal documents e.g. passport, school reports, tapes with songs and stories, poems, posters, catalogues, postcards, story props, dual language texts, big books, magnetic letters, word games, puppets, objects, published language games, homemade games, simple worksheets, story sequencing cards and story packs… to name just a few! Make sure resource are easy to use, appropriate and functional.
Linguists (including Derewianka (2001), Droga and Humphrey (2003), Knapp and Watkins (2005), and Gibbons (2009)) suggest that scaffolding writing is critical in helping English as an additional language (EAL) learners become effective writers.
In January 2021, we commenced another lockdown in the UK and put our recovery curriculum on hold. The question on most of our minds was immediately: "How will our EAL learners progress without the English academic and social interaction school provides, and which they need in order to flourish in their language learning journeys?"
As school teachers faced with EAL learners in our classrooms, we often push the teaching of phonics down the list, especially at secondary school level. Yet communication is dependent on comprehensive pronunciation when speaking, and on decoding graphemes when reading. Consider for a moment the impact mispronunciation can have on accurate communication. For example, if I ask for soap in a restaurant, I might be faced with a blank stare! This error is caused by confusing two very similar phonemes in soap/soup.